Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students. 9/19/21
assessments.
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments. 9/19/21
I utilize many “get to
know you” activities to
understand who my
students are and learn
about their interests. I
use Aeries as a resource
to learn about students’
academic abilities, IEPs or
504s, and any behavior
issues. I use assessment
data to determine
students’ learning needs.
9/19/21
Evidence
I provide small group
time to allow students to
process new information
and work together
through new concepts.
While students are
working, I walk around
the room, checking in
with tables and providing
additional support to
students who I know are
struggling based on
assessment data that I’ve
gathered. 9/19/21
Applying Integrating
Uses data from a variety Uses data from multiple
of formal and informal measures to make
sources to learn about adjustments to
students and guide instruction and meet
selection of instructional individual identified
strategies to meet diverse learning needs. 11/27/22
learning needs. 5/2/22
Student engage in Students actively utilize a
learning through the use variety of instructional
of adjustments in strategies and
instruction to meet their technologies in learning
needs. 5/2/22 that ensure equitable
access to the curriculum.
11/27/22
I get to know my students I spend a lot of time
by greeting them at the getting to know my
door everyday and having students and building
small conversations with relationships
them. I utilized a google
form at the beginning of I use Aeries to learn more
the year for students to about my students
share a bit more about academic history 
me so that I could learn
I send out a Google Form
about their interests,
to collect parent
learning needs, and who
information and provide
they are. I use my
a space for them to tell
relationships and
me about their child
knowledge of students to
engage them in learning. I use a collaborative
5/2/22 Google Slide deck for
students to add a slide to
share about themselves
with the class  and support my students.
Students have access to a
computer and I post all
materials on Schoology.
11/27/22
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction.
Students take ownership
of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs. 4/5/23
I try to make the content
relevant to student
interests for example
with one of my baseball
players, I challenged him
to see how geometry and
baseball have similarities.
I use formative and
summative assessments
to understand the needs
of my students and how
to best support them.
I use different
instructional strategies
and educational
technologies to engage
4/5/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students. 9/19/21
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives. 9/19/21
I gather information
about students’
experiences and
interests to try and
implement into
learning to increase
engagement.
9/19/21
Students are
Evidence productively engaged
in learning activities
that are appropriate
to their levels of
understanding and
achievement.
9/19/21
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning. 5/2/22
11/27/22
Students participate in Students are actively Students can articulate
single lessons or Students make engaged in curriculum, the relevance and impact
sequences of lessons connections between which relates their prior of lessons on their lives
related to their interests curriculum, and their knowledge, experiences, and society.
and experiences. 5/2/22 prior knowledge, and interests within and
11/27/22 backgrounds, life across learning
experiences, and activities.4/5/23
interests.
When we were learning For a student who is I try to make the content
about surface area and difficult to get to know relevant to student
volume of spheres and and I’m having a hard interests for example with
hemispheres. I related it time learning more about, one of my baseball
to planet Earth. This I will often reach out to players, I challenged him
sparked interest in the prior teachers to learn to see how geometry and
lesson and a student about what motivates the baseball have similarities.
asked what the surface student. I will also reach
area and volume is of the out to their family to try I have a warm-up
earth. I interrupted the to understand where the everyday where students
lesson to address his student comes from. practice prior knowledge.
question and engage 5/2/22 I always try to include
students in the lesson. I problems that build upon
pulled up the diameter of Parent communication is concepts we already learn
earth and had students key and I send out weekly to keep students engaged
work with their table to in the content and
emails to my students'
derive the answer. parents. I encourage them promote a deep learning
5/2/22 to become an active of the concepts. 4/5/23
In my AVID class, we use participant in their child's
the website Naviance education. 11/27/22
(online resource provided
by the school) to start
learning more about
ourselves and potential
Standard 1 CSTP: Engaging and Supporting All Students in Learning
college and career options
based on our
personalities and desires.
Students then make a
presentation of their
findings to present to the
class.  11/27/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
9/19/21
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate
subject matter to real-life.
9/19/21
I try to use real world
applications to
connect with lesson
content. 9/19/21
I challenge students
to think about ways
the content may be
related to their
everyday lives. I
reiterate that the
Evidence
skills learned in math
go beyond the
classroom. 9/19/21
Exploring
Explore using additional
real-life connections to
subject matter in single
lessons or sequence of
lessons to support
understanding.
Students make use of
real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter.
11/27/22
I try to make connections
when applicable, but it is
difficult to do it for every
geometry concept. When
we learned about surface
area and volume, I had
students do it for the
Earth. I’ve also tried using
word problems for angles
or depressions and angles
of elevation to
demonstrate to students
how we could use
trigonometry. 5/2/22
I will often use videos to
try to relate content to
students' everyday lives.
I was teaching a lesson
about symmetry and we
created symmetrical
pumpkins since the
lesson fell in the middle
of October. 11/27/22 
Applying Integrating Innovating
Integrates connections Integrates connections to Engages student in
from subject matter to meaningful, real-life actively making
meaningful, real-life contexts in planning connections to relevant,
contexts, including those subject matter instruction meaningful, and real-life
specific to students’ and is responsive during contexts throughout
family and community. instruction to engage subject matter
students in relating to instruction.
subject matter.
Students utilize real-life Students actively engage Students routinely
connections regularly to in making and using real- integrate subject matter
develop understandings life connections to subject into their own thinking
of subject matter. matter to extend their and make relevant
understanding. applications of subject
matter during learning
activities.
Same evidence as before,
but I also encourage
students to share ways
that they can see the
content in the real world.
I’ve also had students
work with a partner to
create their own word
problem and this usually
helps them realize real-
life connections. 4/5/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, 9/19/21 learning needs. 5/2/22
and technologies to
meet students’ Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using
needs using resources and single lessons or strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning needs. resources, and technologies that
and experiences. 9/19/21 5/2/22 technologies to meet their successfully advance their
individual students learning. 4/5/23
needs. 11/27/22
I try to find new I use variety of resources I use textbook resources Same evidence as before.
technology and resources in my classroom. I create from McGraw Hill In addition, I’ve shared
to implement into lessons all my guided notes based many resources with
to engage my students on the assets and learning I incorporate technology students for extra
and meet their diverse needs of my students. I in my teaching practice practice and study tools
learning needs. 9/19/21 also use Delta Math to by using Desmos, and they’ve shared with
support student learning DeltaMath, and Freckle, me that it is very helpful.
I use a variety of and enhance my and Youtube videos   4/5/23
instructional activities instruction. I’ve used
I use a multitude of
during a lesson, for Blooket to engage
different teaching
example lecture and small students in review for
strategies such as direct
group work. 9/19/21 assessments. I’ve used
Evidence instruction, small group
whiteboards. I also try to
instruction, and discovery
get students up and
learning 
moving whenever
possible to engage them I utilize tutorial time to
in learning. 5/2/22 address individual
learning needs of
struggling students.
11/27/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically. 9/19/21
Promoting critical
thinking though
inquiry, problem Some students respond to Students respond to
solving, and questions regarding facts varied questions or tasks
reflection and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 9/19/21
I include recall questions
in every lesson to check
for student
understanding. I also
challenge students to
think critically by using
examples and applying it
to new problems.
9/19/21
Students complete
assignments that check
Evidence for understanding as well
as extends their learning
through higher-order
level problems. 9/19/21
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 5/2/22
11/27/22
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
5/2/22
11/27/22
This process occurs often
in my AVID classes
through the tutorial
process. Students bring a
question and instead of
giving the student the
solution to the problem,
the group asks questions
to get the student to think
critically about the
problem and derive at
their new understanding.
In my math classes I
follow a similar process
when a student is
confused. I will ask
questions to understand
what they know and to
help guide their thinking.
More often than not, my
questioning will help the
student solve the problem
on their own without me
Integrating Innovating
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
Students pose problems Students pose and
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into problems, reflect, and
content.4/5/23 communicate
understandings based on
in depth analysis of
content learning.
I have students create
their own word problems
to pose questions and
demonstrate an
understanding of a topic.
To support critical
thinking and promote
recall of prior knowledge,
I will choose or create
questions that require
multiple steps and a deep
understanding of the
content and how it relates
to material previously
taught and assessed. I
always want to show my
students that math builds
and spirals like a
staircase. 4/5/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
having to give hints or the
answer. 5/2/22

I use the text feature box

on Desmos for students to
write down their
observations
I challenge students to
think critically on
Geometric proofs
I challenge students to
make connections to
prior learning and ask
questions that make them
think at a higher level. For
example I ask them if I
rotate something 90
degrees clockwise, that's
the same as rotating how
many degrees
counterclockwise?
11/27/22

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
9/19/21 engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. 4/5/23 concepts flexibly and
learning and 5/2/22 effectively.
adjusting instruction
while teaching. Some students receive Students are able to Students monitor their
individual assistance Students receive Students successfully articulate their level of progress in learning and
during instruction. assistance individually or participate and stay understanding and use provide information to
in small groups during engaged in learning teacher guidance to meet teacher that informs
instruction. 9/19/21 activities. 5/2/22 their needs during adjustments in
instruction. 11/27/22 instruction. 4/5/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I build on students’ I keep students engaged
comments and questions by planning lessons that
during the lesson to challenge them and I try
extend their to transition often. For
understanding. 9/19/21 example, in the beginning
of class, students will
Students have time to work on a warm-up, after
work in small groups the warm-up we will do
during instruction, where an elevator pitch, then we
they can ask questions will transition into notes,
and discuss with peers. and lastly students will
During this time, I walk work independently.
Evidence around monitoring Usually this will involve
student progress and them taking out their
making in the moment computer and using
adaptations. 9/19/21 technology. Based on my
observations during the
lesson I will adjust to
support my students in
meeting the learning
goals. 5/2/22
I use the teacher I encourage students to
dashboard on Desmos to do test corrections.
monitor student learning
and adjust instruction as I provide practice tests
necessary and quizzes as a
formative assessment
I've used entrance and tool for students to rate
exit tickets to formatively themselves on their
assess student learning understanding and
and adapt instruction as inform them on what
necessary skills they need to
practice more. 4/5/23
I use different assessment
strategies to allow
students to demonstrate
their learning such as a
card sort, drag and drop,
multiple choice, free
response. 11/27/22
Same evidence as before
4/5/23